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Narrative writing rubric: grades K–2, 3–5 and 6–8

This narrative writing rubric scores a personal narrative or made-up story on its beginning, sequence of events, details and dialogue, ending and conventions. Grades 3–5 and 6–8 use four levels with points, with the events counting twice; K–2 uses three levels in words a young writer can follow, with no points. Print it, copy it into Google Docs, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Grades K–2

3 levels, 5 criteria, no points (a switch in the maker adds them).

Narrative writing rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
My beginningMy beginning tells who, where and gets my reader excited.My beginning tells who or where.My story just starts in the middle.
What happenedI tell three or more things in order, using first, next and last.I tell two or three things in order.My story is mixed up or tells one thing.
Feelings and detailsI tell how I felt and add details about what I saw or heard.I tell how I felt or add one detail.I do not tell feelings or details yet.
My endingMy ending tells how it turned out and how I felt.My story has an ending.My story stops without an ending.
Capitals and periodsEvery sentence has a capital, a period and spaces between words.Most sentences have a capital, a period and spaces.I forget capitals, periods or spaces most of the time.
Open in the maker
  • I can start my story by telling who and where.
  • I can tell what happened in order.
  • I can tell how I felt and what I saw.
  • I can write an ending for my story.
  • I can use capitals, periods and spaces.

Grades 3–5

4 levels, 5 criteria, 24 points in all.

Narrative writing rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
BeginningOpens with action, dialogue or a question and introduces the character and setting.Introduces the character and setting clearly.The beginning is plain or leaves out who or where.No clear beginning./ 4
Sequence of eventscounts ×2Events unfold in a clear order with time words, building to an exciting or important moment.Events are in order with some time words.Some events are out of order or skipped.Events are hard to follow./ 8
Details and dialogueVivid details, the character's thoughts and feelings, and dialogue that shows rather than tells.Some details, feelings or dialogue help the reader picture it.Few details; mostly tells what happened.Details are missing./ 4
EndingA satisfying ending that shows how the problem worked out or what the character learned.An ending that wraps up the story.The ending is sudden or unclear.The story has no ending./ 4
ConventionsAlmost no errors, and dialogue is punctuated correctly.A few errors that do not confuse the reader.Several errors that slow the reader down.Many errors make the story hard to read./ 4
Open in the maker
  • I can write a beginning that pulls my reader in.
  • I can tell events in an order that makes sense.
  • I can use details, feelings and dialogue to show what happens.
  • I can write an ending that wraps up the story.
  • I can check spelling, capitals and punctuation, including quotation marks.

Grades 6–8

4 levels, 5 criteria, 24 points in all.

Narrative writing rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Opening and point of viewAn engaging opening that sets up the narrator, context and conflict, with a consistent point of view.A clear opening that introduces the narrator and situation.A plain opening, or the point of view shifts.No clear opening or narrator./ 4
Plot and pacingcounts ×2A clear conflict, rising tension and pacing that slows down at key moments and skips what does not matter.A clear conflict with events that build in order.The conflict is weak, or pacing rushes or drags.No clear conflict; events do not connect./ 8
Narrative techniquesPurposeful dialogue, precise sensory description and inner thoughts that reveal character.Some dialogue, description and thoughts develop the characters.Techniques are few or feel added on.Story is told with no dialogue, description or thought./ 4
ConclusionA conclusion that resolves the conflict and reflects on its meaning or change in the narrator.A conclusion that resolves the conflict.The conclusion is rushed or leaves the conflict hanging.No conclusion./ 4
Language and conventionsPrecise, vivid words, varied sentences, and nearly error-free grammar and dialogue punctuation.Clear words and few errors.Vague words or errors distract the reader.Frequent errors make the story hard to follow./ 4
Open in the maker
  • I can open with a hook and keep a steady point of view.
  • I can build a plot with a conflict and pace it on purpose.
  • I can use dialogue, description and reflection to develop the story.
  • I can write a conclusion that reflects on what the experience meant.
  • I can choose precise words and edit for correct conventions.

When to use it

  • Any story writing: a personal narrative, a small-moment story, a made-up adventure, a story with a twist ending.
  • During a writing workshop unit, as a checklist students keep beside their draft.
  • For peer conferences: a partner reads the story and points to one row that is strong and one to grow.

What to say to students

  • Zoom in on one small moment instead of a whole day.
  • Show how the character feels with actions and words, not just "I was happy."
  • Use time words like first, then, later and after that.

Related

The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.